Active participation of students with disabilities in their transition services has been mandated through federal education legislation. This exploratory study identified the relative contributions of student, family, and school variables as predictors of transition-related action-taking among 237 students with disabilities betweenthe ages of 14 and 21. The results of stepwise multiple regression analyses revealed that five variables explained 40 % of the variance in the criterion measure. These predictor variables' included: (a) delivering special education servicesin the general education classroom; (b) teacher perception that the student had job-related competencies (c) student enrollment in general education classes; (d) students living in a non-controlling family environment; and, (e) student ability to monitor and self-regulate performance. The practical and theoretical implications of thesefindings are discussed.
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